Enhancing 21st-Century Teaching: A Study on Technology Integration in STEM Classrooms across Malaysia’s Southern Zone

Abstract

Technology integration is one of the thirteen core constructs within the Sciences, Technology, Engineering, Mathematics Productive Learning (STEMPL) Practices framework, playing a crucial role in supporting meaningful, contextual, and collaborative learning experiences. This study aims to examine the level of technology integration among lower secondary STEM teachers teaching Science, Basic Computer Science (BCS), Design and Technology (DT), and Mathematics. In addition, it investigates the relationship between the level of technology integration and both the subjects taught and teaching experience. A quantitative approach with a cross-sectional survey design was employed, involving a total of 556 teachers from the southern zone states of Johor, Melaka, and Negeri Sembilan, Malaysia. The sample was selected using a multistage stratified cluster random sampling technique, beginning at the state level, followed by district and school levels. The research instrument (STEMPLQ), developed based on the 13 STEMPL constructs, was validated through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and demonstrated high reliability (α = .97). Findings revealed that the level of technology integration was at a moderately low level (M = 3.43, SD = 0.59), particularly among Mathematics and BCS teachers, as well as teachers with over 20 years of experience. A significant negative correlation was found between teaching experience and the level of technology integration. The study underscores the need for targeted training and peer mentoring to support effective STEMPL integration. A broader construct of technology integration, including higher-order pedagogies and contextual factors such as digital readiness and teacher self-efficacy, is essential for a more comprehensive understanding of implementation challenges.